Innovative Secondary Education For Skills Enhancement

More documents

Recommendations

Info

Figure 4: Employers surveyed in India, by sector Number of employers interviewed 35 30 25 20 15 10 5 0 Education/Training/ Recruitment IT Media Finance Pharmaceuticals and Health Infrastructure Government Printing/Publishing Hotels/Hospitality Chemicals Automobile Electronics Textile/Leather/ Spinning Retail Construction South Asia 6 Focus groups with 87 employers were conducted in five cities: New Delhi, Mumbai, and Bhopal in India, Lahore in Pakistan, and Dhaka in Bangladesh. In total, 49 employers were interviewed in India, while 19 were interviewed in the remaining two cities. The participants represented the high-growth sectors in the region, and many were directly involved in recruiting and training youth (Figure 4). The focus groups focused on four areas: perception of skills, requirement of general skills, possibility of acquiring skills at school, and sector-specific skills gaps. The key skill gaps identified are listed in Table 2. At first glance, they appear to be very different, and also to reflect the different economic character of each city, its population, and its surrounding region. Delhi has a better-educated population than the other cities and a people with strong interpersonal skills—hence its requirements are a mix of the advanced cognitive (critical thinking, analytical) and certain non-cognitive skills. Mumbai and Bhopal have Figure 5: Skills prioritized by employers in South Asia Values 14% “Specific” or technical 23% Noncognitive 56% Cognitive 7% 6 This section draws on Srivastava and Khare (2012). 14 Innovative Secondary Education For Skills Enhancement (ISESE)
Table 2: Skill needs in South Asia Delhi Mumbai Bhopal Lahore Dhaka Non cognitive Communication Aptitude Quest for knowledge Voluntarism Diligence Leadership Willingness to learn Good communication skill Leadership Interpersonal skills Appearance and personality Teamwork and social interaction Career planning Behavioral skills Diligence and hard working Quick responsiveness Communication Adaptability Influencing skills Time management Entrepreneurial skills Time management Multitasking Positive thinking and attitude Attitude Attitude Dignity of labor Cognitive Critical thinking 3Rs Conceptual understanding “Specific” and technical skills Problem solving Flexibility and adaptability Hands-on experience Secretarial skills Physical fitness and stamina Language ICT Business acumen Negotiations skill Secretarial skills Accounting skills Kaizen method Values Values and ethics Loyalty Understanding Honesty Respect for seniors Commitment Commitment and dedication Sincerity lower average levels of education and tougher environments, and hence a requirement for both basic skills (3Rs) and some key non-cognitive skills (honesty, hard work, etc.). Lahore shows a similar pattern. Though apparently very different, there are perhaps two clear common themes emerging from the employer interviews across the three South Asian countries. The first is the importance of non-cognitive skills, especially communication, leadership, honesty/ethics, teamwork, and flexibility (Figure 5). The second is the importance of being able to learn, whether explicit as in the case of Mumbai or implicit in many of the others (Delhi: critical thinking and analytical skills; Bhopal: quest for knowledge; Lahore: conceptual understanding). Another theme that emerged from the employer focus groups in South Asia was the poor quality of teachers in secondary schools, both general and technical/vocational, and their lack of understanding of what is relevant to employers. Skills for Employability in Africa and Asia 15
Page 1 and 2: Innovative Secondary Education For
Page 3: Introduction Over the course of 201
Page 6 and 7: Table of Contents Section 1: Innova
Page 8 and 9: Executive Summary The Innovative Se
Page 10 and 11: There is much overlap between [21st
Page 12 and 13: Introduction: The Global Employment
Page 14 and 15: Expanding Secondary Education Secon
Page 18 and 19: Table 3: Skill needs in a sample of
Page 20 and 21: The Informal Economy 10 The informa
Page 22 and 23: Section 2: What Skills Do Students
Page 24 and 25: than there is currently in Africa.
Page 26 and 27: f. The focus should be on providing
Page 28 and 29: Enterprises Selected for Interviews
Page 30 and 31: India: Mumbai Name Organization Lak
Page 32 and 33: References Adams, A. V. 2011. “Th
Page 34 and 35: Executive Summary The Innovative Se
Page 36 and 37: Model Type of Innovation Country Pa
Page 38 and 39: Introduction Background In most low
Page 40 and 41: Section 1: Innovative Models of Sec
Page 42 and 43: nies at 50 percent reduction throug
Page 44 and 45: Science, Technology, and Mathematic
Page 46 and 47: Section 2: Innovative Models of Sec
Page 48 and 49: Commission. As such, innovation und
Page 50 and 51: (SSCs) and ensuring that course art
Page 52 and 53: learning will mean only a nominal i
Page 54 and 55: was expanded to Poland and Hungary
Page 56 and 57: land, Cambodia, and Vietnam, the th
Page 58 and 59: For a school, the principal/school
Page 60 and 61: Section 4: Innovations Around The G
Page 62 and 63: Conclusion and Discussion The regio
Page 64 and 65: ISESE Competition—Shortlisted Ent
Page 66:
References Adams, A. V. 1997. Asses
show all

Innovative Secondary Education For Skills Enhancement

Create successful ePaper yourself

Delete template?

Save as template?